Student Needs Assessment (Middle School) Student Needs Assessment (Middle School)

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Earthquakes — Students learn to describe how the processes of plate tectonics. Absolute and relative dating — Students are taught how to apply methods of absolute and relative dating to determine the age of rocks and fossils.

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Complementary and Promising programs do not appear in the rating tables but do have program description pages. Continental drift — Students learn how to describe how lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.

Asteroids, comets, and meteoroids — Students learn to compare and contrast the properties of asteroids, comets, and meteoroids.

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Chapter 7 — Water The materials in this chapter cover the basics of water. It is organized into sections that teach, reinforce and test students on the concepts of atmospheric composition, atmospheric convection, atmospheric temperature and pressure, and moisture in the atmosphere.

The sun — Students must be able to describe the physical and chemical features and properties of the Sun. References Inclusion Criteria To be included in the Guide programs have to be universal, that is for use with all students, and be conducted in regular secondary education settings.

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It is organized into sections that teach, reinforce and test students on the concepts of the water cycle, watersheds, oceans, and ocean currents.

Astronomical distances — Students learn how to apply the concepts of the astronomical unit and the light year to describe astronomical distances. Pollution — Students are taught how to identify point and non- point sources of pollution.

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The water cycle — Students will learn how to explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation, precipitation, infiltration, surface runoff, groundwater, and absorption occur within the cycle. A program might be designated complementary for two main reasons: Planets and moons — Students will learn to compare and contrast the properties of the planets in the solar system and their moons.

Chapter 1 — Human Interactions with the Environment The materials in this chapter introduce and cover the basics of human interactions with the environment. Weather — Students learn how to predict future weather conditions by interpreting data from weather instruments and weather maps.

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Eclipses — Students are taught to analyze the relative positions of Earth, the Sun, and the Moon to predict solar and lunar eclipses. It is organized into sections that teach, reinforce and test students on the concepts of stars, Hertzsprung-Russell Diagrams, and galaxies.

If the program does not provide broad coverage of all five competency clusters e.

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Subjects are organized into chapters composed of interactive lessons, printable worksheetsquizzes and tests. For each one we have included a program description page. Chapter 9 — Weather and Climate The materials in this chapter cover weather and climate.

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Chapter 5 — Geologic Processes The materials in this chapter cover the geologic process. Models of the solar system — Students must be able to differentiate between heliocentric and Middle school dating questions models of the solar system, and interpret a scale model of the solar system.

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Minerals — Students are taught how to classify minerals using physical properties such as hardness, color, luster, and streak. Lessons in this chapter are organized into the following sections: